1. History Day in California It’s Not Just a Day, It’s an Experience. An Educational Program Sponsored by Constitutional Rights Foundation in conjunction with National History Day

2. History of History Day 1974 – Case Western Reserve University in Cleveland, Ohio – April 11, 1974 – 1 st History Day with 129 students 1980 – 1 st National competition in Washington, D.C. area 1983 – 1 st California History Day

3. What is History Day? It is a nationally recognized yearlong educational program that gives students the opportunity to learn historical content while developing research, critical thinking and communication skills through the study of history.

4. Annual Theme Each year a broad theme is selected to encompass topics that includes local, state, U.S., and world history The purpose of the theme is to give a central focus to the work of all participants Theme for 2009-2010 is: “Innovation in History”

5. Who can participate? History is open to all students in grades 4-12. Public, private, parochial, and home schooled Academically gifted, average, and special needs

6. Why should students participate? By participating in History Day, students will: Demonstrate an understanding of history Develop and use critical thinking skills involved in comprehension and decision-making Develop strong research skills, including using library and archives effectively Improve their vocabulary, along with their reading and writing proficiency Bolster personal skills like organization and time management Develop stronger interpersonal communication skills

7. History Day Students not only learn about issues, ideas, people, and events in history, but they apply what they have learned through creative and original productions. Other skills – Editing videos, designing websites, creating props and costumes, or constructing exhibit displays

8. Categories There are six categories of competition: Historical Paper (individual only) Exhibit (individual or group) Performance (individual or group) Documentary (individual or group) Historical Web Site (individual or group) 4/5 th Grade Poster (individual or group)* *California-only Category

9. Written Requirement Process paper – a description of no more than 500 words that explains: –How/why the topic was chosen? –How the research was conducted? –How the project was created and developed? –How the topic relates to the annual theme? Annotated bibliography separated into primary and secondary sources. The annotations for each source must explain how the source was used and it’s significance.

10. Divisions There are three divisions of competition: Junior division – grades 6 through 8 Senior division – grades 9 through 12 4/5 th grade (posters only)

11. Competition Levels County competitions – February or March – Fresno County – March 20 th at Fresno Pacific University State competition National competition

12. History Day in California Levels of participation FebruaryMarchMayJune County State National 44,000 students 1,000 students 7,000 students

13. Rewards for Participation The most important rewards are the skills and knowledge that students will acquire as they move through the History Day program – research, critical thinking, writing, and communication skills At the state level: – Acknowledgement certificate – Special awards – Medals and cash awards for winners – Qualification for the national competition

14. 2009 History Day Tips and Strategies

15. Evaluation Criteria Historical Quality – 60% Adherence to theme – 20% Clarity of presentation – 20%

16. Historical Quality – 60% The most important aspect! Entry must: Show historical accuracy Show analysis & interpretation Place the topic in proper historical context Provide evidence of wide research Provide evidence of balanced research Show all the sources used

17. Adherence to theme – 20% Entry must: Clearly link the topic to the theme – The Individual in History: Actions and Legacies Demonstrate the topic’s significance in history

18. Clarity of Presentation – 20% Entry/Presentation should have: Clarity Organization Creativity Appropriateness of historical materials, props, etc. Presentation/performance quality

19. Selecting a Topic The key to an effective History Day entry is the combination of a good topic with good sources. –Does it fit this year’s theme? –Does the topic interest you? –Can you find sources to document this topic? –Why is this topic important in history?

20. Where to find research? School library Local library National Archives State archives Institutional Archives State and local historical societies Museums University and college libraries Internet sources – consider the Internet site

21. Starting research Start with secondary sources to understand the topic in context of history Create focus questions Start reading and researching to answer focus questions Revise focus questions and thesis statement as you research

22. Research Process General Topic The Civil Rights Movement in the United States Narrower Topic The Montgomery Bus Boycott of 1955-56 In-Depth Research Primary sources include newspaper articles, sermons, songs, letters, photographs and cartoons from the time period and oral histories by those witnessing the events.

23. Research Process Questions to Refine & Analyze Topic: – Who were the leaders of the Montgomery bus boycott? – Why and how was this strategy chosen? – What social or cultural traditions were behind this choice? – In what ways was this event unique? – What is the historical context needed to understand this event and the larger movement and people involved in it?

24. Thesis Statement “The black church was a primary institution in the organization and support of the Montgomery Bus Boycott during the Civil Rights Movement.” A thesis statement is a central thought that holds your entire History Day project together. Thesis = Topic + Theme + Impact

25. Choosing a Title The topic and issue selected should also be reflected in the title of an entry. Titles do two things for an audience: –they explain immediately what the topic is, and –they can give a clue about the student's point of view on this topic. For example, Your Gain is Our Loss: The 1788 Fort Schuyler Treaty with the Onondaga Nation

26. Historical Paper A successful historical paper should: be a clear, well-conceived essay that describes, analyzes, and interprets your topic in history a conclusion that reinforces and clarifies the thesis statement demonstrates how your ideas work together, gives the essay a sense of completeness leaves a final impression on the reader be easy to understand and to follow

27. Exhibit A successful exhibit should have an attractive title/statement must be able to explain itself avoid clutter must have clarity, organization and balance.

28. Exhibit Design ideas: the title is the main focus of the center panel the center panel presents thesis statement with evidence the side panels are best used either to compare issues about the topic or to explain related detail Artifacts or other materials may also be placed on the table between the side panels

29. Performance Entries in this category must have dramatic appeal An elaborate set/costume is not necessary Make sure script contains references to the historical evidence found in research Practice, practice, practice.

30. Documentary Pleasing to the eye Include music where appropriate Make sure the narrative fits with the image on the screen

31. Web Site A successful web site should have an attractive main page Stands alone must have clarity, organization and balance.

32. Poster A successful poster should have an attractive title/statement must be able to explain itself avoid clutter must have clarity, organization and balance.

33. Contact Information History Day in California Constitutional Rights Foundation www.crf-usa.org Lourdes Morales Program Director (213) 316- 2125 lourdes@crf-usa.org